Daily Lesson Plan School Grade Level

Teacher Learning Area

Date Quarter
Schedule

I. OBJECTIVES At the end of the session, the students are expected to:
A. Content Thea. Recall
learnerthe process of finding
demonstrates the length of
understanding of an unknown
key sideof
concepts of acircles
triangleand
Standard using the Pythagorean
coordinate geometry. Formula.
1) b.
TheGenerate
learner aisrule
ablethat can be used
to formulate andtofind
findsolutions
the distance between two
to challenging points.
situations
B. Performance c. Solvecircles
involving problems
andinvolving distanceterms
other related formulainand apply the
different concept tothrough
disciplines real- life
Standard situations.and accurate representations.
appropriate
2) The learner is able to formulate and solve problems involving geometric
figures on the rectangular coordinate plane with perseverance and accuracy.
C. Learning derives the distance formula and find the distance between any two
Competency points on the coordinate plane. (M10GE-IIg-2)

Topic THE DISTANCE FORMULA

D. Teaching Discovery Approach, Cooperative Learning, Teacher’s Exposition
Strategies

II. CONTENT /
Specific
Objectives
III. LEARNING
RESOURCES
Nivera, Gladys. Grade 10 Mathematics Patterns and Practicalities. Don Bosco
References Press inc. 2015

Mathematics 10 Learner’s Module. DepEd-IMCS. Rex Bookstore. 2015

Materials Laptop, PowerPoint Presentation, whiteboard/marker, cartolina

IV. PROCEDURES ANNOTATIONS

A. Review of the COI1. Modeled effective
An Example- Conclusion Map will be shown to students. application of content
Past Lesson/ From the given examples in the diagram, students will knowledge within curriculum
Motivation give their conclusion on how the process of solving the teaching areas.
longest side of a right triangle is done. - An Example- Conclusion
Map (ECM) diagram will
Find the measure of the Find the measure of the Find the measure of the be shown to students to
longest side. longest side. longest side.
recall the concept of
3 c=? 7 c =? 5 c =? finding the longest side of
a right triangle using
4 24 12 Pythagorean Formula.
Pythagorean Formula Pythagorean Formula Pythagorean Formula

COI2. Developed and

applied effective teaching
strategies to promote critical
and creative thinking, as well
as other higher-order
thinking skills.
- ECM, a type of Problem
Solving Map used in
Mathematics is a diagram
that can help students
generalize a process
based on given examples.
In this process, the
generalization will come
from the students
In solving for the measure of the longest side of a right triangle, I
promoting critical and
can use Pythagorean Formula by
____________________________________________________.
higher-order thinking skills.

Reading Mathematics
B. Establishing the COI1. Modeled effective
application of content
Purpose of the Group Activity: What’s the distance? knowledge across
Lesson The location of Mrs. Mendez’s house and Quezon curriculum teaching areas.
City Science High School is illustrated on the - Geography/Social
 coordinate plane below. If each unit in the coordinate Studies
plane is equal to 2 kilometers, what is the distance
COI2. Developed and
from Mrs. Mendez’s house to the school? applied effective teaching
strategies to promote critical
and creative thinking, as well
as other higher-order
thinking skills.

COI6. Exhibited a learner-

centered culture that
promotes success by using
effective teaching strategies
that respond to their
linguistic, cultural, socio-
economic and religious
backgrounds.

- Discovery Approach in
Guide Questions: teaching is a strategy
1. What are Mrs. Mendez’s house coordinates in the that helps students
Cartesian plane? develop their critical and
2. What are the coordinates of QCSHS in the creative thinking skills.
Using guide questions,
Cartesian plane? students are able to
3. What polygon is formed if you connect the points connect information and
between the vertical, horizontal, and diagonal form a generalization.
distance of the house and the school? Cooperative learning on
the other hand is also
4. What is the horizontal distance from the house to learner- centered since
the school? The vertical distance? students are working
5. Using the concept of Pythagorean theorem, how together to formulate
can we find the distance from the house to the their own generalization
school? based on the
prerequisite knowledge
6. Generate a rule that can be used to find the that they have related to
distance given two points. the lesson. The
timeframe of the activity
is 5 – 10 minutes.
C. Presenting Distance between two points whether or not they are COI8. Used effective
Examples/ aligned vertically or horizontally, can be determined strategies for providing
timely, accurate, and
Instances of the using Distance Formula. constructive feedback to
new lesson encourage learners to reflect
d= √ (x 1−x 2)2 +( y 1 − y 2)2 on and improve their own
learning.
- Show your work!
Encourage students to
Example: do boardwork, use the
Find the distance between the points A (-3, 2) and B formula in finding the
(9, 7). distance given to points.
In that way, they can
practice the process and
Solution: everybody in the class
d= √ (x 1−x 2)2 +( y 1 − y 2)2 can reflect and improve
their learning.
¿ √ ((−3)−9)2 +(2−7)2
¿ √ (−12)2 +(−5)2
¿ √ 144+25
¿ √ 169
¿ 13 units

COI8. Used effective

D. Developing Find the distance between the pair of points. strategies for providing
timely, accurate, and
Mastery/ 1. M (2, -3) and N (10, 3) constructive feedback to
Leads to 2. A (2, 3) and B (14, 8) encourage learners to reflect
Formative on and improve their own
Assessment learning.
 - Show your work!
Encourage students to
do boardwork, use the
formula in finding the
distance given to points.
In that way, they can
practice the process and
everybody in the class
can reflect and improve
their learning.

E. Finding Practical Have you been to Pampanga? Who has been to Mt. COI7. Developed and
Application of Pinatubo? If you are fond of hiking/ trekking, you can applied teaching strategies
to address effectively the
Concepts & try Mt. Pinatubo Crater Lake Hike. From Manila, you needs of learners from
Skills in Daily can ride a bus or a private vehicle going to Capas, indigenous groups.
Living Tarlac, the jump off point of the trek. From there, you
will ride a 4x4 ATV (Auto-Terrain Vehicle) going to COI6. Exhibited a learner-
centered culture that
the foot of the mountain, somewhere in Zambales, promotes success by using
where the trek by foot begins. As you go through the effective teaching strategies
trail, you will meet Indigenous People living in the that respond to their
area, the Aetas. They live in the community near the linguistic, cultural, socio-
lake crater. economic and religious
backgrounds.

COI1. Modeled effective

application of content
knowledge across
curriculum teaching areas.

- Since there are no IPs in

the class, students will
be given information on
where IPs live such as
the Aeta group. These
IPs are native to the
provinces of Pampanga,
Zambales and Tarlac.
The teacher can also ask
students of the other IPs
Suppose that the coordinates of the foot of the that they are familiar
mountain and the crater of Mt. Pinatubo is shown with, and discuss their
culture, location and
below, and that you are walking by foot through a source of living.
straight diagonal distance. How far (in km) are you
going to walk to reach the crater?

(24.5, 2.95)

(19.2, 1.5)

F. Make -
generalizations How do you find the distance given two points?
and Abstraction
about the lesson Distance between two points whether or not they are
aligned vertically or horizontally, can be determined
using Distance Formula.

d= √ (x 1−x 2)2 +( y 1 − y 2)2

 What have you learned in our discussion? To cap up
our lesson, write a short reflection note in your
notebooks, as to what are the important things you
must keep in mind in finding the distance given two
coordinate points.

Quezon City Science High School is conducting its COI8. Used effective
G. Evaluating the annual Foundation Day. Different booths are found strategies for providing
timely, accurate, and
Learners in different locations, as shown below. Suppose all constructive feedback to
Grade 10 students are located at the coordinates (2, encourage learners to reflect
1), and you are to choose one booth to go to. What on and improve their own
would it be? Why? How far (in meters) are you from learning.
the booth? COI6. Exhibited a learner-
centered culture that
AP/ ESP/ MAPEH Booth promotes success by using
effective teaching strategies
that respond to their
linguistic, cultural, socio-
economic and religious
backgrounds.

Science/ Robotics Booth

- Evaluation part will be an
individual activity.
English/ Filipino Booth

Mathematics Booth

Grade 10 Students’ Area

Make a map of the places you typically visit, COI6. Exhibited a learner-
including your home. Give each location a centered culture that
H. ASSIGNMENT / promotes success by using
Additional coordinate, then calculate how far away it is from effective teaching strategies
Activities for your home. Present your answer using the distance that respond to their
Application or formula. linguistic, cultural, socio-
economic and religious
Remediation
backgrounds.

VI. REFLECTION
No. of learners who
earned 80% on the
formative assessment:

No. of learners who

require additional
activities for remediation:

Did the remedial lessons

work?
No. of learners who
continue to require
remediation

Which of my teaching
strategies work well? Why
did this work?

What difficulties did I

encounter which my
principal or supervisor
can help me solve?

What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?